An Analysis And Teaching Strategies About Comparative Sentences By Thai Initial Level Students

Comparison is a way of thinking and cognition shared by human beings.Chinese comparative sentences are the special sentence patterns during teaching Chinese as a foreign language,and this is also one of the grammatical points that Chinese learners used more frequently,and errors are prone to occurring in the process of learners’ acquisition.On the basis of predecessors’ theories and teaching research results,this paper selects 5 sentence patterns of Chinese comparative sentences according to the learning sequence from easy to difficult.We mainly collects relevant corpus through questionnaires and interviews,and systematically summarizes and analysis the corpus,in order to find out the reasons for the errors.According to the actual teaching situation,we put forward teaching strategies from multiple perspectives.Firstly,we introduce the acquisition of Chinese comparative sentences by Thai initial level students.It includes the basic situation of the school and the students that the author teaches,the specific analysis of the corpus produced by students in their natural state,and the interviews with teachers and students,as a supplement to the questionnaire.The second part,we analyze the types of errors in Chinese comparative sentences for Thai initial level students.Depending on the perspective of the constituent elements of Chinese comparative sentences,(such as comparing marks,comparing points,comparing items,and comparing results),we mainly analyze the collected corpus.the classification is made according to four types of errors: omission,wrong addition,wrong substitution and wrong order.Among them,the students’ errors are mostly concentrated in comparing items and comparing results,with omission and wrong addition as the main types of errors.Then we analyze the causes of errors from both internal reasons and external reasons.The internal reasons mainly include the negative transfer of mother language,the over-generalization of target language knowledge,the influence of students’ learning strategies and communicative strategies;the external reasons include the direct influence of teachers’ teaching and the indirect influence of Chinese comparative sentences in textbooks writing.Finally,we proposes some teaching strategies for Thai initial level students.It mainly gives specific teaching suggestions from the aspects of teachers’ teaching,students’ learning,and textbooks compilation.Teachers need to focus on knowledge of Chinese ontology,optimize teaching methods,and pay more attention to students.The teaching of Chinese comparative sentences should be graded and divided into modules;students should improve their self-learning awareness,formulate long-term plans,clarify learning goals and make full use of tool dictionaries,etc.The compilation of teaching textbooks should follow the principles of step-by-step,practical,interesting,systematic,etc.The exercises should be rich and diverse,and related knowledge points such as extending cultural and daily communication should be followed.